Teacher Aide

Job posted: 11/07/2024
Applications close: 24/07/2024 (Midnight)
6 days remaining

6 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 05/08/2024 - 12/12/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1424081

Reference: 1424081

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6  A commitment to professional learning and growth for both self and others.


[Attendance requirement for this position]

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

  • Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
  • Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
  • Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
  • Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.


  • Carry out allocated activities and tasks determined by the school consistent with role description.
  • Participate in planning and preparation with teachers on a regular basis.
  • Participate in professional learning activities provided through this initiative.
  • Participate in the ongoing evaluation of this initiative.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:


DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:


Other Information

For further information please contact Ian Van Schie at ian.vanschie@education.vic.gov.au

Conditions of Employment

  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.
  • Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Local Community                    

Fairhills High School was established in 1973 in the outer eastern suburbs of Melbourne. Fairhills High School is a medium sized, co-educational secondary school with a current population of approximately 400 students, a teaching staff EFT of 28.2 and an education support staff (ES) EFT of 13.2.   

The school prides itself on the contribution it makes to its local community through the provision of excellent educational opportunities for young people and works collaboratively with local schools to further enhance the opportunities for all Knox students.

With a Student Family Occupation Education index of 0.46, our Fairhills community can be described as medium socio-economic with a typical mixture of professional, skilled and semi-skilled employment.  Unemployed and low-income households form a small but important factor in our educational provision for the community.

The school believes strongly in a student-centred learning environment and is committed to improving outcomes for all students.

The school operates two sub schools, the Middle School (Years 7-9) and the Senior School (Years 10-12). Each sub school is overseen by an Assistant Principal who is responsible for creating a learning environment that is supportive, orderly and has high expectations of all.

There is a strong, consistent and positive whole school approach to wellbeing and student management.

School Vision

`Inspiring and empowering members of our school community to achieve their full potential in an inclusive and supportive environment.¿

School Philosophy                                                                        

Fairhills High School is a learning community for all. It is the school¿s duty to provide every student with the learning environment to thrive. 

Our values ensure we build and maintain respectful and positive relationships. The School Wide Positive Behaviour Framework, high expectations of community members and consistency of teaching practices via the FHS instructional model enables a supportive and orderly learning environment for our students.

We focus on innovative and engaging learning strategies that capture each student¿s interests at their point of need. 

Through our personal growth programs our students are given the necessary learning and life skills to overcome any obstacles they will face at school and beyond.

Our Approach to Creating a Positive Learning Environment

The school has developed and embedded an instructional model in all learning environments.  The `LEARN model¿ and our School-Wide Positive Behaviours Matrix supports all students to learn and grow in a supportive and orderly learning environment.

In 2023 the Attitudes to School Survey reflected the improvements the school has implemented, with all framework factors e.g. school connectedness & stimulated learning, being above state average.


The school provides an inspiring curriculum based on the VCAA and Victorian Curriculum.  Students in Year 7 and 8 experience a core curriculum based around eight learning areas and participate in the music instrumental program. In Year 9 and 10 over 65% of the course is elective based.

Year 7-9 students participate in comprehensive self-development programs so they can thrive at school and beyond.

Early start VCE is accessible for Year 10 students who are achieving at a high level. In Year 11 and 12 we offer a wide range of VCE units and VET programs.


Fairhills High School has a Flexible Learning Centre and a double court Sports Stadium.  In addition, the KIOSC Trade Training Centre has been established by the six Knox schools in partnership with Swinburne University at their Knox university site.

In 2024, a state-of-the-art STEM/Senior Learning Centre and music hub was completed and is ready for school community use.


Teacher Aide

Job type:

Part time / From 05/08/2024 - 12/12/2025

Job classification:

Ed Support Level 1-Range 2


Ian Van Schie | 039/758-5022

Teacher Aide